Creating a Presentation with Prezi
Using the Prezi tool, create a presentation that compares authentic (informal and formative) vs standardized (formal and summative) assessment. Be sure to cover at least three specific differences and three specific similarities. Detail is important. Your final product should be a resource that you would be able to share with colleagues and parents for informational purposes.
Design a lesson plan that focuses on either an ELAR Decoding or Comprehension skill. The topic / skill must be aligned to the designated grade-level TEKS and follow the given format.
When designing this student-focused learning experience, be sure to incorporate your Christian worldview as you consider your instructional focus, appropriate learning activities, and expectations for all students. For example, in Matthew 28:19, we are commanded to “Go ye therefore and teach all nations” there is no better representation of “all nations” than today’s classroom. The diversity crosses numerous cultural boundaries, and as Christian educators, we are called to teach all children, just as Christ commanded and modeled for us when He said, “Suffer the little children to come unto me…” Remember to include your response to / connections with this or another relevant scripture.
READ Lesson Plan Format
Title of Lesson:
This should be short, to-the-point, “catchy” and instantly grab your students’ interest / attention
Date that plan is being written
UHCL Student’s name
Your Choice ISD
Ideal Elementary School
Lesson Content: ELAR or Reading/Decoding Skills, for example Reading / Contractions
The information in this section basically paints a word picture of the demographics of your classroom. How many males /females? Is the class heterogeneously grouped? Are there ELLs, GT students, students with IEPs, other special needs or otherwise identified? Be concise but thorough.
In this section, identify all materials / resources that the Teacher and the Students will need to successfully teach and complete this lesson. I suggest having two separate sections / columns. Remember that videos, guest speakers, artifacts, books (including author & illustrator as appropriate), markers, paper, etc. should all be included.
(If not appropriate to the lesson, give maximum points.)
At the very least, include the statement, “Students are expected to follow established classroom rules.” If you are using scissors, that would necessitate an additional specific safety statement. The same would be true for Internet safety if you have students researching online.
(Texas Essential Knowledge and Skills)
ELPS (English Language Proficiency Standards)
In this section, you should copy and paste directly from the ELAR TEKS website provided in Course Resources. Be sure to include the section title—content area and grade level, year of adoption, TEKS section, and specific lesson objectives. NOTE: Only list the TEKS that you are directly teaching in the lesson.
§110.4. English Language Arts and Reading, Grade 2, Adopted 2017
b) Knowledge and skills.
(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
(B) demonstrate and apply phonetic knowledge by:
(iv) decoding compound words, contractions, and common abbreviations;
§74.4. English Language Proficiency Standards.
(c) Cross-curricular second language acquisition essential knowledge and skills.
(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
(iii) using negatives and contractions correctly;
Using the Bloom’s Taxonomy verbs (see Course Resources), create at least two measureable, observable statements that identify exactly what the students will be expected to do as a result of participating in this lesson. For example:
Given a list of 10 sets of words, the student or learner will (TSW / TLW) match the contraction with the correct corresponding set of words with 80% accuracy.
Given a list of 10 contractions, TSW choose 5 to correctly use in complete, original sentences.
NOTE: These objectives must align with the identified grade level, the cited TEKS, and the Assessment.